Maine Learning Results: Science and Technology - E. The Living Environment.
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
What understandings are desired?
Students will understand that:(U)
•the hierarchy structure of organisms is dependent on functions that begin at the cellular level.
•intracellular functions are similar between different organisms.
•individual cells have a specific responsibility, and how malfunctioning cells are controlled.
What essential questions will be considered?
Essential Questions:(Q)
•How are cells responsible for the structure and functioning of organism systems?
•What are the components of a cell, and what function do they perform?
•How are cells generated or replaced as needed for functioning at both the cellular and system levels?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:(K)
Students will be able to do:(S)
•Terminology: Ribosome, nucleus, smooth endoplasmic reticulum, rough ER, golgi apparatus, mitochondria, cytoplasm, apoptosis, cilia, flagella, lysosomes.
•Key Factual Information: Translation, transcription, cell cycle, cell theory, mitosis, meiosis.
•Critical Details: Prokaryotic vs. eukaryotic. Positive and negative effects of cell mutation. Plant cells vs. animal cells.
•Describe ways in which cells can malfunction and put an organism at risk.
•Make meaning of the hierarchy structure of organisms and how it depends on functioning, beginning at the cellular level.
•Create a project that includes intracellular components, their functions, and how these functions are similar between organisms.
•Analyze the different types of cells.
•Assume the role of the teacher and explain one specific aspect of cellular interaction.
•Realize that cells are the basic units for life.
Stage 1 Identify Desired Results
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
What understandings are desired?
•intracellular functions are similar between different organisms.
•individual cells have a specific responsibility, and how malfunctioning cells are controlled.
What essential questions will be considered?
•What are the components of a cell, and what function do they perform?
•How are cells generated or replaced as needed for functioning at both the cellular and system levels?
What key knowledge and skills will students acquire as a result of this unit?
•Key Factual Information: Translation, transcription, cell cycle, cell theory, mitosis, meiosis.
•Critical Details: Prokaryotic vs. eukaryotic. Positive and negative effects of cell mutation. Plant cells vs. animal cells.
•Make meaning of the hierarchy structure of organisms and how it depends on functioning, beginning at the cellular level.
•Create a project that includes intracellular components, their functions, and how these functions are similar between organisms.
•Analyze the different types of cells.
•Assume the role of the teacher and explain one specific aspect of cellular interaction.
•Realize that cells are the basic units for life.
2004 ASCD and Grant Wiggins and JayMcTighe